Rough Draft - USC Searchweb-app.usc.edu/soc/syllabus/20133/27874.doc · Web viewReview the Lesson Plan Template outlining the syntax or steps (procedural knowledge) of a Direct Instruction

University of Southern CaliforniaRossier School of Education

Course Syllabus

EDUC 541 Pedagogy A: Secondary History/Social StudiesSeptember 2013

INSTRUCTOR: Professor Yusuf Allahjah Telephone: 310.936.2589Office: 213.739.5600Email: [email protected]

INTRODUCTION AND PURPOSE

This course is designed for candidates who have acquired specified social studies content knowledge. The major purpose of this course is to align the content knowledge with a repertoire of pedagogical practices responsive to the characteristic needs and interests of diverse adolescent students in order to achieve these specific outcomes: the development of an informed citizenry in a democratic society and concern for individuals to assume civic responsibilities for self and others. The major goals related to introducing and implementing the pedagogical practices are to engage students in the study of history using various forms of inquiry and direct instruction that enable them to become critical and creative thinkers and problem solvers of history. Fundamental to this class is the understanding that history demands learning how to question, research, debate, and summarize. All of the pedagogical practices presented aim to teach content knowledge and skill mastery to students to reinforce this goal. The essence of this course is WHAT curriculum should be taught and HOW the content can be instructed in order to develop the cognitive, affective, and social skills that facilitate the intended outcomes for BOTH students and their teachers. Essentially, this course prepares teachers to teach and become a practicing professional educator.

SUMMATIVE COURSE ASSESSMENT – KEY ASSESSMENT FOR THE MATFor Key Assessment 2, candidates will create a series of sequential lessons for instruction of a core concept (inclusive of skills required to construct knowledge of the concept). The series of lessons will be inclusive of the foci of the individual learning plans designed throughout the course. Credit for this assignment allows the candidate to advance to Guided Practice A.

The Pedagogy A Key Assessment 2 is conducted in EDUC 509A (Secondary Math), EDUC 502A (Secondary Science), 513A (Secondary English), EDUC 541A (Secondary Social Science) and EDUC 556 (Elementary Literacy/Social Studies & Practicum).

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The MAT Program uses TaskStream to collect key assessments. For this course assignment, candidates will submit her/his Key Assessment on TaskStream (https://www.taskstream.com/pub/). For the majority of candidates who already have a TaskStream account, the self-enrollment code for this assessment will be shared by your instructor. If you do not have a TaskStream account, please alert your instructor early in the term so she or he may share the appropriate directions using a student key code document. Any technology questions should be addressed to TaskStream by following the website’s support link. Any content questions should be addressed to your instructor.

CTC STANDARDS – Preliminary Single Subject Teaching Standards

Standard Unit I or R Description AssessmentStandard 1: Program Design(a) to learn to teach the state adopted standards and materials and apply them to the teaching of K-12 students.

Unit 1 I

Distinguish between National, State, and district standards

Students will create a Venn Diagram to illustrate the relationships between National and Common Core Standards and 21st Century Skills

Standard 4: Relationships Between Theory and Practice(b) examine theories and their relationship to pedagogical strategies and options.

Unit 3

Unit 5

Unit 8

I and R

I and R

I and R

Identify and apply the syntax of Direct Instruction

Identify and construct inquiry pedagogy (Group Investigation, Advance Organizer)

Students will construct and implement Direct Instruction, Group Investigation, Advance Organizer, Role Playing, Simulation, and Socratic Dialogue lessons

Standard 4: Relationships Between Theory and Practice(c) examine theories and their relationship to curriculum, instruction, and assessment.

Unit 3

Unit 5

Unit 8

I and R

I and R

I and R

Identify and apply the syntax of Direct Instruction

Identify and construct inquiry pedagogy (Group Investigation and Advance Organizer)

Students will construct and implement Direct Instruction, Group Investigation, Advance Organizer, Role Playing, Simulation, and Socratic Dialogue lessons

Standard 4: Relationships Between Theory and Practice(d) examine theories and their relationship to student accomplishments, attitudes, and conduct.

Unit 2

Unit 4

I

I

Plan for daily, weekly, monthly, yearly curriculum and instruction

Develop understanding of classroom climate and environment

Write a paper describing factors within the context of a lesson that caused behaviors and how behaviors could be modified or changed

Standard 5: Unit 7 I and R Differentiate Construct a lesson

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https://www.taskstream.com/pub/

Professional Perspectives Towards Student Learning and the Teaching Profession(a) examine

research on the background characteristics of students and inequities in academic outcomes.

curriculum and instruction to respond to the diversity of characteristics of learners

applying strategies within a differentiated curricular model to accommodate diverse needs of students

Standard 5: Professional Perspectives Towards Student Learning and the Teaching Profession(b) examine teacher expectations and student achievement.

Unit 9 I and R

Develop competencies from multiple types of assessments

Construct and implement a lesson accompanied by a rubric to measure worked examples by students

Standard 6: Pedagogy and Reflective Practice(a) make pedagogical decisions related to state-adopted academic content standards for curriculum framework.

Unit 2

Unit 7

I and R

I and R

Write measurable learning objectives

Construct objectives related to state (Common Core Standards)

Create a Flipbook articulating thinking skills, content, resources, and product to formulate objectives

Standard 6: Pedagogy and Reflective Practice(b) make pedagogical decisions related to principles of human development and learning.

Unit 7 I and R

Differentiate pedagogical strategies to match diverse needs of students

Identify within the context of a lesson the pedagogical strategies that differentiate instruction for students of diversity

Standard 6: Pedagogy and Reflective Practice(c) make pedagogical decisions related to the observed effects of different practices.

Unit 8 I

Introduce student-centered pedagogy (Independent Study, Role Playing, Socratic Dialogue)

Construct and implement a lesson using student-centered pedagogy and including motivation, academic language, monitoring, and assessment

Standard 8: Pedagogical Preparation for Subject-Specific Content Instruction by Single Subject Candidates

Unit 3

Unit 5

Unit 8

I and R Reflect on practices of teacher-directed and student-centered pedagogy

Review of lessons constructed and implemented in Guided Practice settings

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(a) provide multiple opportunities for students to practice and reflect on pedagogical knowledge and skills.Standard 9: Equity, Diversity, and Access to the Curriculum for All Children(1) increase knowledge of the background experiences, languages, skills, and abilities of student populations.

Unit 3

Unit 5

Unit 6

Unit 8

I and R

Introduce and practice the development of critical, creative, and problem solving skills, questioning strategies, and critical discourse

Assessing the integration of critical and creative thinking skills and the language of the disciplines into lesson plans

Standard 10: Healthy Environment for Student Learning(1) knowledge of diverse family structures, community, culture, and the development of productive relationships with families and communities

Unit 1 I

Develop an awareness of community and its impact on schooling

Conduct a neighborhood study

Standard 11: Using Technology in the Classroom(1) select a wide array of technologies for effectiveness and alignment with state adopted standards

Unit 6

Unit 8

I

Introduce technology to access information using technology as part of teaching and learning research skills

Integrate research skills using technology in various pedagogical practices

SPECIAL EDUCATION CTC STANDARDS – Education Specialist and/or Mild to Moderate Disability Standards

Education Specialist Standard Unit I or R Description AssessmentSpecial Education Standard 3.3 I

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Reinforced

Candidate observes the implementation of evidence-based strategies that are necessary to teach and engage students from diverse populations with

Signature Assignment: Candidate implements evidence-based strategies for diverse populations

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disabilities. with disabilities in a lesson plan. This assignment will be assessed using a grading rubric.

Special Education Standard 11 1, 7 I Candidates will provide for differences among diverse populations of students.

Candidates will be able to demonstrate their abilities to differentiate curriculum and instruction to meet the diverse needs of learners on the selection of content, resources, pedagogy, and grouping practices as measured by criteria related to RTi and models of differentiation discussed in class

Teacher Performance Expectations (TPEs)

TPE Unit I/R Description AssessmentTPE 3 Unit 9 I Introduction to

multiple and varied formative and summative assessments

Develop rubrics to assess student work related to a lesson taught

TPE 4 Unit 3Unit 5Unit 8

I Develop pedagogical practices that teach standards-based content

Develop and implement standard-based content in teacher-directed and student-centered lessons

TPE 5 Unit 8 I Develop student-centered pedagogy

Design and implement lesson plans that are coded to indicate where motivation and engagement within the

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pedagogical practice has been planned

TPE 6 (b, c) Unit 7 I Differentiate curriculum and instruction to meet diverse needs of students

Integrate differentiated curriculum and instructional practices within lessons

TPE 8 Unit 9 I Develop understanding of multiple forms of assessment: formative and summative, performance based, etc.

Develop rubrics to assess student learning from a lesson designed and implemented

TPE 9 Unit 2 I and R Comprehend strategies to plan for daily, weekly, monthly lessons and units

Develop daily lesson plans and schedule plans for the week

TPE 10 and 11 Unit 4 I Introduce various classroom management strategies and models to affect classroom climate and physical environment

Analyze a written lesson or video to discern the affective and behavioral responses of students during a lesson

TPE 12 Unit 1Unit 4

I Comprehend the importance of establishing a democratic citizenry as a consequence of teaching social studies

Discussion on the Forum

COURSE REQUIREMENTS

This course requires candidates to define essential social studies understandings and competencies in order to translate this content knowledge into practice. It is intended that curriculum and instructional knowledge learned during this course will be implemented in Guided Practice (A & B) when possible. Therefore, the assignments for this course can be presented as lessons or learning experiences: (a) in a collegial environment such as Class Time, or (b) the candidates’ observation site assignment.

Candidates are required to perform the weekly assignments (reading, video viewing, completing Learning Activities, and attending Class Time) to successfully complete the course. Each of these assignments is reflected in the weekly graded comprehensive assignments.

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Readings, Discussions, and Integration: Students will be required to complete reading assignments prior to class time and to integrate the readings into class discussions, curriculum design, and implementation.

TCI – Bringing Learning Alive Donovan, S., & Bransford, J. How Students Learn: History in the Classroom

Curriculum Development and Implementation (Fieldwork and Lab or Practicum): Students will be required to construct lesson plans and units of study to be implemented if possible in various contexts for various purposes: implementation in an observation classroom as part of fieldwork; implementation among peers to obtain collegial feedback.

Videos and Learning Activities: Units include videos that demonstrate the pedagogical practice with adults and/or students. The pedagogical practices are reinforced by Learning Activities that require the translation from “viewing to doing.” The Learning Activities provide the practice to develop competencies needed to implement these pedagogical practices in the classroom assignment or the practicum. What is learned from the units in the course culminates in planning and if possible, implementation in the observation or collegial setting. Students will be expected to view required videos and complete designated Learning Activities prior to class.

All of the requirements for this course are described below. The MAT program adheres to the Carnegie standard for course workload. The expected weekly “class time” or contact hours for a course of this length and credit value is 3 hours. The following provides a description of all of the Class Time activities and Out-of-Class assignments that are required for this course.

Reading Video Workshop Student-led Discussion Groups Video Review and Analyses Written Assignments Observation Classroom

Class Time

Class Time and/or contact hours weekly: The class meets once a week for 3 hours. It is anticipated that candidates come prepared to Class Time by completing reading assignments and viewing videos, and responding to the Learning Activities designated for each video.

Fieldwork or Observation Classroom and Forum

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Candidates will be assigned to an observation classroom. It is intended that this setting provides an orientation to student intellectual, social, and personal behaviors, the dynamics of a classroom and the relationships between curriculum and pedagogy and teacher and students. If possible, candidates might be able to teach a lesson to a small group or a large group of students. Teaching is not a mandatory outcome of the observation fieldwork assignment..

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GRADING: OVERVIEW AND COURSE ASSIGNMENTS

Unit Assignment Point Value1 What Students Say/Feel About Social Studies

National/State/Common Core Standards and 21st

Century SkillsClass TimeFieldwork and ForumNeighborhood Study Assignment

C/NCC/NC

3 points4 points3 points

2 The Learning ProcessClass TimeFieldwork and ForumLearning Plan Assignment

C/NC3

4 points10

3 Distinguishing between Fact and ConceptsDirect InstructionClass TimeFieldwork and ForumLearning Plan Assignment

C/NC2 points3 points4 points

104 Problem Solving Forum

Problem Solving VignettesClass TimeFieldwork and ForumLearning Plan Assignment

C/NCC/NC

3 points4 points

105 Questioning Strategies

InquiryDeductive Reasoning – Advance OrganizerClass TimeFieldwork and ForumLearning Plan Assignment

C/NCC/NCC/NC

3 points4 points

10 points6 Skill Builder

Problem SolvingClass TimeFieldwork and ForumLearning Plan Assignment

C/NCC/NC

3 points4 points

10 points7 Step-by-Step Approach to Differentiation

Lesson ReconstructionClass TimeFieldwork and ForumLearning Plan Assignment

C/NC2 points3 points4 points

10 points8 Role Playing

SimulationClass TimeFieldwork and ForumLearning Plan AssignmentSocratic DialogueIndependent Study GameClass TimeFieldwork and Forum

C/NCC/NC

3 points4 points

10 points10 points

C/NC3 points4 points

9 Rubric Construction C/NC

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Class TimeFieldwork and ForumLearning Plan AssignmentKey Assessment: Sequential Lesson Plan

3 points4 points

10 pointsCredit/No Credit

Full point value of assignments will be given only to assignments that are submitted within the stipulated time frame. Late submissions will require a deduction of half the point value for each week they are late.

Credit/non-credit assignments will be tallied into the complete point value for grade determination. Three or more non-credit entries for assignments are equivalent to a 15 point reduction in grade total. This does not include the Key Assessment which must be passed in order to proceed in the program.

Final course grades are based on the following:A = 94 – 100%; A- = 90 – 93%; B+ = 88 – 89%; B = 84 – 87%; B- = 80 – 83%; C = 70 – 79%;Below 70% see professor

MAT Late Policy1. Late assignments will be accepted only with the professor’s advance

permission and under limited circumstances.2. Each professor will determine what constitutes sufficient advance permission

and acceptable circumstances:a. Sufficient advance notice may range from 36 hours to 2 hours to the due

date and time of the assignment.b. Acceptable circumstances do NOT include personal holidays,

celebrations, and/or vacations OR scheduling conflicts/over-commitments including work and child-care.

3. Late papers submitted with advance permission will not be docked points. If advance permission has not been granted, late papers will not receive full credit.

DISTANCE LEARNING

This course is offered both on-line and on campus. The activities, expectations and requirements are identical between the two versions. The on-line course is conducted through a combination of real time and asynchronous modules, just as the on-campus version is conducted with some in-class and out-of-class sessions. About 70% of the course will occur out-of-class/asynchronously. All candidates will be required to complete assignments on-line, in the field and independently along with completing related reading assignments. The time needed to complete all assignments fulfills course unit time requirements.

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Candidates' level of technical competence should include basic knowledge of the Internet. They should have an account on at least one site that allows people to interact with one another (Facebook, MySpace, etc.). Basic tasks will include posting attachments, opening and posting discussion forums and uploading assignments including video clips (though the mechanics of this will be taught). Candidates, as in past courses, will need to be able to video-record their interactions with students (which may be accomplished through the use of a portable micro video camera) and upload edited versions (time limited) of their work. In addition, to completing assignments and accessing course documents, candidates should have some familiarity with Microsoft Word, Power Point, Excel, and basic Internet surfing.

Candidates’ will have ongoing access to the instructor and fellow classmates throughout the course. Through the course announcement board, e-mails, course calendars, break rooms, and discussion boards, the instructor will maintain ongoing communication with students. These tools also provide candidates with a variety of ways with which to contact the instructor, share their ideas, comments and questions through private and public means. In addition, candidates will be made aware of real-time opportunities to engage in discussions with the instructor and their fellow classmates. The announcement boards provide a place for the instructor to share new information and new postings. Due dates will automatically appear both on a student’s homepage as well as in their calendar. Email and chat will be the primary forms of immediate communication with the instructor. Email will be checked on a daily basis during the weekdays. The course calendar with be posted at the start of the course with all assignment due dates and real-time "office hours" chats.

A specific room will be created in the discussion board to provide candidates a place to post questions, comments, or concerns at any time during the duration of the course. This room will be checked daily.

The discussion board will be the primary location where candidates communicate their learning with one another. It will be open at all times for postings and reactions.

All required materials will be prepared and posted prior to the start of the course, but an instructor may add additional optional material at any point. All links and attachments will be checked weekly for updates.

Standards of Appropriate Online BehaviorThe protocols defined by the USC Student Conduct Code will be upheld in distance classes. Students are not allowed to post inappropriate material, SPAM to the class, use offensive language or engage in online flaming. For more information, please visit http://www.usc.edu/student-affairs/SJACS/

In the Event of Technical BreakdownsStudents may submit assignments to the instructor via e-mail by the posted due date. Remember to frequently back up your work, post assignments once completed, load files onto a power drive, and keep a hard copy of papers/projects.

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http://www.usc.edu/student-affairs/SJACS/

ACADEMIC ACCOMMODATIONS

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure that the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-7766.

INCOMPLETES

IN – Incomplete This is work not completed because of documented illness or some other emergency occurring after the eighth week of the course. Arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam.

IX –Lapsed incomplete (see Time Limit for Removal of an Incomplete)

Conditions for Removing a Grade of Incomplete

If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade.

A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the eighth week of the term. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time.

Time Limit for Removal of an Incomplete

One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered as Credit/No Credit or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.

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ACADEMIC INTEGRITY

SCampus, the USC student guidebook contains the Student Conduct Code and information on Academic Integrity. It is the student’s responsibility to be familiar with and abide by these guidelines, which are found at http://www.usc.edu/student-affairs/SJACS/docs/GradIntegrity.pdf. A summary of behaviors violating University standards can be also found at: http://www.usc.edu/dept/publications/SCAMPUS/gov/behavior.html

Unit 1 Why Teach/Learn Social Studies?

PURPOSE

This unit address the issues related to how students respond to social studies subject matter and the position social studies assumes within contemporary curriculum subjects. An ever-present adage states: “The need to study the past (history) is to avoid duplicating it in the future”. This rationale for teaching and learning social studies will be used to defend, investigate, and define the purposes for social studies. Students will learn and appreciate how the past is represented in the present and future. The teaching and learning of social studies is fundamental to help in the development of a citizenry that understands and appreciates a democratic way of life in the school, community, and nation.

This unit also introduces the national and state standards that guide the teaching and learning of social studies. Defining the expectations for teaching and learning are associated directly to interpreting and connecting standards to content knowledge and pedagogical knowledge as features for subsequent lesson unit, daily, weekly, monthly, and yearly planning.

PROBLEMS OF PRACTICE

Students perceive social studies as irrelevant to their lives. Teachers teach the concepts of a democracy but do not always practice those

concepts to form a democratic classroom. Teachers and students do not connect history to current events to illustrate:

the value of the relationships between then and now or past, present, and future.

REQUIRED READING & RESOURCES

TCI, Bring Learning Alive Introduction – pages 2-3

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http://www.usc.edu/student-affairs/SJACS/docs/GradIntegrity.pdf

http://www.usc.edu/student-affairs/SJACS/docs/GradIntegrity.pdf

The TCI Approach – pages 4-17Standards-Based Content – pages 18-19Group Work – pages 76-81

Purpose: These chapters introduce the TCI method of teaching social studies and provide the teacher with a distinct rationale to introduce and value social studies as a subject. As a consequence of reading the material, teachers should be able to answer this basic question: How does the TCI method differ from the traditional approach to teaching and learning social studies?

Article:Stearns, Peter N. Why Study History? American History Association

Websites:National Standards: www.educationalworld.com/standards/national/soc_sci/index.shtml State Department of Education: Social Studies Standards 21st Century Skills -- http://www.p21.org/ (21st Century Skills Map packet can be found in the Toolbox)Common Core Standards -- http://www.corestandards.org/

Video: “What Students Say About Social Studies”

LEARNING OUTCOMES

Upon completion of this unit, teachers will develop these competencies:

Define a classroom environment that promotes the underlying principles of a democratic society.

Distinguish common features of national and state social studies standards. Relate the 21st Century Skills and Common Core standards to the National and

State social studies standards. Identify the major emphasis in the Common Core Standards for Social Studies

and their relationship to literacy. Comprehend how standards are interpreted to meet students’ needs and a

variety of curricular designs.

ASSIGNMENTS

What Students Say/Feel About Social Studies?

Purpose: The purpose of this assignment is to recognize the variance in students’ reactions to social studies and to determine the teacher’s role in shaping the classroom environment to affect students’ attitudes towards the subject. Consider

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http://www.p21.org/

defining a point of view representing a judgment that is supported with criteria about how to teach social studies so it is valued and respected by students. This assignment requires the same type of critical thinking that you are teaching to students in social studies lessons.

Directions: 1. Read the article: “Why Study History?”2. View the video “What Students Say about Social Studies.”3. Write your responses to these questions in a one page paper:

a. What knowledge about learning theories (socio-cultural, behaviorism, constructivism, social cognitive, etc.) can be used to explain and/or effect changes in attitudes about social studies as a subject?

b. What knowledge about human differences explains and can be used to affect students’ attitudes about learning social studies?

c. How do students’ attitudes about social studies effect their understanding of the tenets of democracy and how democracy is practiced at school, at home, among peers?

Grading: Credit/No-CreditDue Date: Before Class Time and bring it with you to the Class Time session

National/State, Common Core Standards, and 21ST Century Skills

Purpose: The purpose of this assignment is for students to: Recognize the organizational structure and content of grade appropriate

National and State social studies standards and their relationship to the 21st Century skills.

Compare the content and skills articulated in grade appropriate National, State, and Common Core Standards.

Directions:1. Access the National Council of Social Studies website to view national

standards appropriate to your Guided Practice assigned grade level.a. NCSS Website -- http://www.socialstudies.org/

2. Access the State Department of Education website to view the State Social Studies standards.

3. Access the Common Core Standards4. Access the 21st Century Skills5. Select one specific area represented by standards.6. Utilize this one area as a thread to connect the standards in the same subject

area from four documents: the national, the common core, the state, and the 21st Century skills.

7. Create a Venn Diagram to illustrate the commonalities and differences among the four areas defining standards and skills needed by students.

8. Be prepared to bring your Venn Diagram to Class Time.

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http://www.socialstudies.org/

Grading: Credit/No-CreditDue Date: Before Class Time

Class Time

Purpose: The major purposes for this session include: (a) introducing the philosophy of Hilda Taba and John Dewey regarding the teaching of social studies as a means of understanding and practicing democracy in the school, community, and the nation, (b) integrating the required readings into the discussion of social studies and its relationship to teaching and developing a democratic citizenry, (c) comparing the relationship of the four types of standards/skills that are directing the teaching and learning of social studies in our schools, (d) understanding the influences of the community (neighborhood) on the school, and (e) introducing observation skills related to observation assignments.

As a consequence of attendance during Class Time, the following competencies should be developed: (a) students should be able to justify the political, social, economic, and personal reasons for teaching and learning of social studies as a subject, (b) students should be able to clarify the value of learning history, (c) students will recognize the importance of each type of standard/skill and how to integrate these to initiate the planning of lessons and units of study overtime.

Grading: 3 pointsDue Date: During Class Time

Assignment: Neighborhood Study

Purpose: The purpose of the activity is to “visit” the neighborhood to determine how it will affect or influence the selection and teaching of standards, student achievement and successful planning and implementing of lessons.

Directions:

1. Read the Neighborhood Study questions and respond to each.2. Relate the information from the Neighborhood Study to the students assigned

to the observation classroom. How are the students’ traits a reflection of the community in which they live and are taught?

Grading; 3 pointsDue Date: Before Class Time

ToolBox Materials~ Neighborhood Study Guide

Forum and Fieldwork

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Candidates will be assigned to an observation classroom. It is intended that this setting provides an orientation to student intellectual, social, and personal behaviors, the dynamics of a classroom and the relationships between curriculum and pedagogy and teacher and students. If possible, candidates might be able to teach a lesson to a small group or a large group of students. Teaching is not a mandatory outcome of the observation fieldwork assignment.. Use the forum to post your fieldwork.

Grading: 4 pointsDue Date: Sunday after Class Time

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Unit 2Planning

PURPOSE

This unit emphasizes the importance of planning methods and procedures to define the means and outcomes of teaching and learning. Planning demands teachers understand the roles of decision-making and problem solving in order to select and outline learning experiences, lessons, units, and courses of study responsive to factors such as learners’ needs, interests, and abilities, time, resources, objectives, classroom routines, etc., comprising the learning context and directed toward attaining multi-leveled goals: district, school, and classroom as well as individual and group objectives. The initial steps in the planning process will be demonstrated.


Planning is sometimes perceived as unnecessary when teachers are given specifically detailed district and/or commercially prepared curriculum to follow.

Interdependent relationships between teacher planning and student achievement are not always completely understood.

There is a misconception that planning is valued, required, and necessary only for student and novice teachers.

RESOURCES

The following Learning Activities are accessible from the Toolbox and are required for this unit.

1. Planning Process and Decision Making2. Lesson Planning Phases3. Lesson Planning Shuffle4. Planning Match5. Learning Plan

Presentation – The Planning ProcessVideo – Understanding the Elements that Comprise an Objective

LEARNING OUTCOMES

1. Recognize and discuss the researched-based evidence that supports the purposes, types, and procedures that culminate in the production and implementation of planning tools.

2. Translate the recognized needs of students, expectations of educators, parents, and the community, and curriculum and pedagogical practice into a comprehensive and articulated lesson plan.

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3. Relate multiple levels of planning (daily, weekly, monthly, and yearly) into a cohesive, interdependent set of plans.

4. Justify that all levels of planning are reliant on data driven decision-making.5. Identify how and why a plan (specifically a lesson plan) did or did not meet the

outcomes for which it was written.6. Develop a lesson plan using lesson plan template.7. Be able to translate standards into a specific objective of student outcome by

recognizing the relationship between thinking skills, content, resources, and products to formulate this objective.

ASSIGNMENTS

View the Presentation titled The Planning Process

Purpose: View the presentation “The Planning Process” in order to understand the procedural knowledge necessary in order to plan a lesson.

Directions:1. View the video.2. Complete the Learning Activity titled: “Planning Process and Decision Making”

in order to review the steps of planning viewed in the video. 3. Continue practicing the concepts of lesson planning using the Learning

Activity: Lesson Planning Shuffle. 4. Using the Learning Activity: Lesson Planning Shuffle, organize a lesson by

putting the letters for each activity in the correct sequence.

Grading: Credit/No-CreditDue Date: Multimedia Presentation and Learning Activities should be completed prior to coming to Class Time. Please bring the completed Learning Activities with you to class.

Class Time

Purposes: The major purposes for this session include: (a) developing competencies in order to formulate an objective, (b) determining how an objective guides lesson planning, and (c) evaluate the characteristics of well-planned lessons that students have completed.

As a consequence of attendance Class Time, students will be able to write an objective and plan a lesson for the assigned observation setting. Class will view the Presentation “Developing A Lesson” and discuss the organization features and criteria that distinguish an exemplary lesson plan.

Directions:1. View the video: Understanding the Elements that Comprise an Objective

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a. This video introduces the roles of thinking skills, content defined by key words, resources and products as the major elements needed to write an objective. These elements each assume a specific role in the construction and definition of an objective.

Thinking Skills – Skills or processes to activate knowing the content

Content – Subject matter of information to be learned Resources – Materials used to access information Product – Application of skills and content to demonstrate

understanding 2. Create a Flipbook. A Flipbook is constructed during class time as a tool to

develop objectives. This Flipbook will be used throughout the course to write objectives.

3. Discussion related to the Learning Activities: Planning Process and Decision Making and the Learning Activities: Lesson Planning Phases will be conducted during Class Time as each student has the above named Learning Activities worksheets obtained from the Toolbox in front of them.

4. Responses to the Learning Activities will be shared as opportunities for students to recognize alternate points of view and determine and justify the most appropriate responses to develop an objective.


Learning Plan; Small Group Assignment

Directions:1. Design a set of objectives that are responsive to learners within the class

setting assigned for observation.2. Describe in a paragraph the match between the selected standards, objectives,

and the class of students (context).

Grading: 10 pointsDue Date: Before next Class Time

Forum and Fieldwork

Use the forum to post your fieldwork.


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Unit 3Nature of the Discipline

PURPOSE

This unit presents the content and basic skills that are fundamental to teaching and learning social studies. The role of facts, concepts and generalizations, principles and theories (big ideas) and the collection of critical and creative thinking skills will be developed in the context of the disciplines comprising social studies: Geography, Anthropology, Sociology, Political Science, Economics, Philosophy, and Psychology. The importance of assuming the role of a disciplinarian (Think Like a Disciplinarian) will be illustrated as an important variable necessary to learn discipline-focused content. The interactions of content, processes (thinking and research skills) and product to form an objective will be reviewed and implemented in a pedagogical practice: direct instruction.


Teachers do not have an understanding of the features and purposes of a discipline versus the concept of social studies as an overarching subject area.

Teachers need to illustrate how social studies as a subject comprised of multiple disciplines, each of which is unique and yet related to other disciplines.

Teachers do not always emphasize that direct instruction is basically a pedagogical practice designed to teach or model skill development: introduce, reinforce, and master.

READINGS & RESOURCES

Read: Donovan, S. and Bransford, J. How Students Learn: History in the ClassroomChapter – Introduction

Purpose: Read this chapter to become familiar with the underlying principles of how people learn. These principles are guiding features of the text and represent contemporary thinking on how students learn across the disciplines. Note the information regarding environments and how they affect teaching and learning.

Videos“Distinguishing between Facts and Concepts” “Direct Instruction”Presentation: Developing A Lesson Plan

LEARNING OUTCOMES

Upon completion of this unit, teachers will develop these competencies:

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Define differences between facts, concepts, and big ideas (theories, principles, generalizations).

Recognize the use of concepts to mediate learning to attain higher-level thinking and deep understanding of the content.

Identify and determine the relevance of simple, complex, and universal concepts as threads or organizing elements to provide continuity, integration and comprehensiveness to the teaching and learning of social studies.

Relate general information about concepts to the types and purposes of “second-order” conceptual development (How Students Learn History).

Define the elements that constitute a discipline and apply this understanding to the discipline that comprises social studies subject matter: political science, geography, history, economics, philosophy, sociology, anthropology, and psychology.

Describe the means and value of interdisciplinary studies. Recognize the purpose and syntax to teach the direct instruction model of knowing.

Develop a Learning Plan inclusive of the elements responsive to standards and the learning context

ASSIGNMENTS

“Distinguishing between Facts and Concepts”

Introduction to Video: The video defines facts and concepts and illustrates the difference between the two types of content. Facts are empirical truths and concepts are labels for a collection of facts. The process of forming concepts from facts is demonstrated and the various types of concepts are named: simple, complex and universal. A statement that is a generalization, principle or theory identified to support a concept is labeled a big idea.

Purpose: The purpose of this presentation is to differentiate between facts (specific and discrete information), concepts (a label for a group of facts) and big ideas (general statements in the form of generalizations, theories, principles).

Directions:1. View the video.2. Be prepared to distinguish between facts, concepts and big ideas.3. Complete the Learning Activity: Distinguishing between Facts and Concepts


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“Direct Instruction” & The Planning Process

Introduction to Video: This video demonstrates the sequence of teaching and learning behaviors needed to conduct a Direct Instruction lesson. Note the varied types of practices that students are given to gain skill mastery and how these practices require differentiated content, skills and dispositions to provide experiences from the simple and concrete to the complex and abstract in order to achieve mastery. There are varied roles the teachers and students assume during the lesson and these roles change to affect learning and mastery of the objective.

Purpose: The purpose of this assignment is for students to: Comprehend the purpose of the Direct Instruction method of teaching and to

practice designing this type of pedagogical practice. Determine the appropriate use of a Direct Instruction lesson primarily to develop

skill mastery. Define the procedures or processes fundamental to the purpose, design and

implementation of a Direct Instruction lesson. Relate Direct Instruction pedagogy to Learning Theory and Theorists. Develop competencies to design and teach a Direct Instruction lesson.

Directions:1. View the video to discern the pedagogical purposes of the lesson’s syntax or

process.2. Complete the Learning Activity: Direct Instruction Observation Guide. Read

the directions at the top of the page in order to complete the assignment.3. Review the Lesson Plan Template outlining the syntax or steps (procedural

knowledge) of a Direct Instruction pedagogical practice. (Direct Instruction Lesson Plan template can be found in the Toolbox).

4. View the Presentation titled The Planning Process to identify the step-by-step procedure to write a lesson plan. Maintain an outline of this procedure to use as a guide to design lesson plans.

Grading: 2 pointsDue Date: Prior to Class Time

Class Time

Purpose: The major purposes of this session include: (a) introduce the common features of a discipline (purpose, language, skills, tools, methodology, significant people and events). This will be applied to understanding disciplines such as economics, political science, and geography, and (b) discuss the purposes and procedural knowledge to construct a Direct Instruction lesson,. A demonstration of a

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Direct Instruction lesson will be used to model the competencies required to develop a Guided Practice lesson plan using the Direct Instruction pedagogical practice.

As a consequence of attending Class Time, students will be able to exhibit their knowledge of universal or second order concepts, big ideas, the nature of the discipline, with basic skills to construct a Direct Instruction lesson plan.

Directions:1. Attend Class Time prepared to discuss the readings and video.


Learning Plan: Direct Instruction Assignment

Purpose: The purpose of this assignment is to develop a Direct Instruction lesson.

Directions:1. Select a standard that is appropriately responsive to the needs, interests, and

abilities of the students within the assigned observation classroom and is aligned to the expectations of the school or district’s social studies curriculum.

2. Develop an objective that translates the standard into a teachable and learnable outcomes for students to achieve.

3. Use the objective to design a Direct Instruction lesson. This lesson can be developed with colleagues or individually.

4. If possible, but not mandatory, implement the lesson in the observation setting with small groups of students, or with a group of colleagues.

5. Submit the completed Learning Plan before the next class session.

Grading: 10 pointsDate Due: By the next week’s Class Time session

Forum and Fieldwork



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Unit 4Classroom Climate and Environment

PURPOSE

This unit reinforces the significant interactions between philosophical, psychological, and social dynamics of the classroom’s climate, the physical arrangement of the environment, and the anticipated outcomes for student achievement. The concept that learning is contingent on context in which it takes place cannot be ignored or deemed to be unimportant. The relationships that are forged between teacher and students, students and their peers can facilitate the relationship between learners and the curriculum, pedagogy and the curriculum to achieve students’ academic and personal success.

PROBLEMS OF PRACTICE: Teachers can develop rules and apply classroom management strategies

without clarifying the consequences of these rules to build positive teacher-student and student-student relationships.

Some educators believe that extrinsic rewards and other behaviorist models of classroom management are the most significant to contribute to an “orderly” and productive classroom climate.

Teachers do not comprehend the detrimental consequences to academic achievement and personal academic development derived from particular classroom management beliefs and practices.

LEARNING OUTCOMES:1. Recognize various philosophical theories and practices available to develop

classroom climate and to comprehend the positive and/or negative consequences to the teacher and students from each theoretical approach to classroom management.

2. Define a philosophical belief about classroom climate and align this philosophical belief to a set of classroom management norms and strategies.

3. Become conversant regarding the dominant research strategies and programs associated with recognized scholars of classroom management: Canter, Glasser, Rogers, Kounin (to be introduced during Class Time).

4. Implement a set of recognized classroom management strategies aligned with developing student-centered and intrinsic motivation for self-discipline in a classroom: proximity, withitness, signaling, wait-time, “the look,” etc.

5. Comprehend the relationship between establishing and implementing classroom norms or rules and their effects on the dynamics of classroom climate.

6. Relate learning theories to classroom management theories identifying how each support or negate the other.

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REQUIRED READINGS & RESOURCES

ASSIGNMENTS

Problem Solving Wall

Purpose: The purpose of this activity is to reinforce the concept that classroom management requires problem solving and decision-making, underscored by a philosophy about students, learning, and democracy in the classroom

Directions:

1. Access the Problem Solving Scenario activity sheet from the Toolbox. Read and complete the directions provided on the activity worksheet.

2. Be prepared to support and debate your position with your colleagues.

Grading: Credit/No-CreditDue Date: Prior to Class Time

Presentation: Problem Solving Vignette

Purpose: The purpose of viewing the presentation is to provide an awareness of the range of situations that emerge during the teaching and learning process that demand attention to promote affective development, academic achievement, and classroom climate.

Directions:1. View the Presentation to analyze each of the vignettes and provide a response

to them. 2. Consider this learning experience in relationship to conflict resolution by

asking yourself: What was the catalyst for the conflict, and what are the multiple ways that the conflict can be resolved?

3. Come prepared to class to discuss your responses and to vignettes and the conflict resolution these vignettes have evoked.

Grading: Credit/No-CreditDue Date: Prior to Class Time

Class Time

Purpose: The major purposes of this session include (a) reinforcing some of the prevalent classroom management strategies and their relevance for different situations: proximity, signaling, wait-time, offering assistance, problem solving, removal from the group, establishing and reviewing class rules, developing personal contracts, and utilizing “the look” (body language), (b) become introduced to the

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major theories of classroom management: Glasser, Cantor, and Rogers, and Drikers, etc, and (c) the effects of the physical classroom environment on student learning outcomes and behaviors will also be discussed.

Directions:1. Be prepared to discuss your responses to the Presentation vignettes.


Learning Plan: Analysis of Classroom Climate and Physical Environment-Observation 4

Purpose: The purpose of the assignment is to observe and record the effects of a pre-planned lesson plan on student social and personal behaviors, classroom climate, and the physical environment.

Directions:1. Develop a Direct Instruction learning plan. If possible, implement the lesson in

a small group in the observation classroom setting during the course of the week. You may also consider implementing the lesson with a group of colleagues.

2. Write a one page paper describing what factors within the context of the lesson might precipitate or cause behavioral issues and how these behaviors could be modified and/or changed as a consequence of the application of appropriate classroom management strategies or changes in the physical environment.

3. Defend your response with evidence from learning and classroom management theories.

Grading: 10 pointsDue Date: Due before Week 5 Class Time

Forum and Fieldwork



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Unit 5Questioning Strategies and Inquiry Pedagogy

PURPOSE

This unit addresses the importance of various questioning strategies to promote alternative thinking and learning patterns. The distinctions between various types of questions (convergent versus divergent, factual, analytic, and valuative) will be introduced, demonstrated, and assessed. Understanding differences among questions facilitate the access of knowledge in different and various forms of inquiry: Group Investigation and Advance Organizers. The alignment of questions to inquiry pedagogy is fundamental to shifting the emphasis from teacher-directed to student-centered learning. Questions are essential features to differentiate curriculum and instruction among learners, promote social interaction, scaffold, underscore personal understanding and identity, and promote critical discourse and discussions.


Teachers need to differentiate when it is appropriate to used closed (convergent) or open (divergent) questions to obtain learning outcomes and lesson plan objectives.

Students must understand that questioning is an integral feature of “thinking like a historian” or the basis on which history has been defined.

Teachers need to understand that inquiry demands a shift in the teacher and student roles in the teaching and learning process.

READINGS AND RESOURCES

Read: Donovan, S. and Bransford, J. How Students Learn: History in the ClassroomChapter 2: “Putting Principles into Practice: Understanding History”Purpose: Read this chapter to define the role of preconceptions and misconceptions on the development of students’ understanding of history. The chapter describes the importance of second-order concepts and their role in teaching and learning history. This section of the chapter should assist teachers in understanding the relationship between second-order and universal concepts as part of comprehending and synthesizing the meaning of history.

Read TCI, Bring Learning Alive “Experimental Exercise” – pages 46-65

Purpose: The purpose of the reading assignment is to extrapolate specific examples of the types and roles of questions in the TCI method and to generalize these questioning and discussion strategies to a standards-based social studies lesson.

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Teachers should be prepared to compare experiences in the Guided Practice classroom to the strategies described in the TCI method.

Video- “Questioning Strategies”“Inquiry”“Deductive Reasoning: Advance Organizer

Presentation: Pedagogical Practice

LEARNING OUTCOMES

Upon completion of this unit, teachers will be able to develop these competencies:

Differentiate between different types of questions and their appropriate applications in the teaching/learning process.

Define the rationale for implementing different questioning strategies: focus, clarification, support, recall, recap, explore (Taba, 1967).

Design the physical, attitudinal and interaction features of the classroom environment to accommodate questioning and discussion strategies.

Specify the syntax or procedural knowledge necessary to design and implement inquiry pedagogical practices: Group Investigation and Advance Organizer.

ASSIGNMENTS

“Questioning Strategies”

Introduction to the Video: The selection and presentation of questions for a lesson and/or discussion defines the purpose and clarity of the teaching and learning process. Questions help students acquire independence of thought and their identity as an active participant in the classroom. Convergent or factual questions demand a single right answer; divergent or analytic and evaluative questions are open-ended and can be answered in many and varied ways.

Purpose: The purpose of this assignment is for students to: Define the different types of questions: factual, analytic and valuative (R. Hyman). Relate different types of questions to different types of purposes for teaching and

learning outcomes.

Directions:1. View the video.2. Be prepared to identify the differences among questions and to identify where

and why these various types of questions can be used within a lesson or classroom environment for the next Class Time.

3. Complete and submit the Learning Activity: Questioning and Discussion Strategies.

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Grading: Credit/No-CreditDate Due: Prior to the next Class Time

“Inquiry”

Introduction to the Video: This video demonstrates the use of one type of inquiry pedagogy. This method of teaching begins with the introduction of a “puzzlement” or a discrepant event that activates students’ curiosity to know. Students state their own questions to guide the inquiry process. It is labeled a Group Investigation model of teaching or pedagogical practice.

Purpose: The purpose of this assignment is for students to: Identify the method for utilizing inquiry, specifically the method of instruction

labeled: Group Investigation. Define the syntax or steps of the lesson and understand that these steps are the

basis of activating and facilitating the inquiry process using a defined procedure.

Differentiate the roles of the teacher and the students in an inquiry lesson.Directions:

1. View the video.2. Complete and submit Learning Activity: Group Investigation Observation Sheet

before Class Time.3. Be prepared to respond during Class Time to the purposes articulated for the

development and application of an inquiry lesson.4. Be prepared to outline the procedures to conduct an inquiry lesson and to

justify the use of inquiry as a means to teaching and learning. 5. Review the Group Investigation lesson plan template. (Group Investigation

Lesson Plan Template can be found in the Toolbox).


Presentation Pedagogical Practices and “Deductive Reasoning: Advanced Organizer”

Introduction to the Presentation: This presentation illustrates a step-by-step approach to the selection of a pedagogical practice to respond to student needs and curriculum standards. View the presentation as a means to identify the questions a teacher needs to ask in order to make a selection of the appropriate pedagogical practice.

Introduction to the Video: This video demonstrates the process of teaching deductive reasoning. The purpose of deductive reasoning is to present students with a “general idea” that necessitates specific information to explain, validate or support it. Deductive reasoning also is the basis for learning logical thought practices. Deductive

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reasoning is presented as a pedagogical practice labeled “Advance Organizer”. The Advance Organizer is a model of teaching or pedagogical practice defined by David Ausabel.

Purpose: The purpose of this assignment is to: Determine the purpose for deductive reasoning and how it is related to

comprehending social studies content. Relate deductive reasoning to the relationship between abstract and concrete

subject matter, the skills needed to decode an unclear or amorphous presentation of content, and the potential for interdisciplinary connections.

Directions:1. View the video in order to identify the implementation of deductive reasoning.2. Identify the relationship between the teacher and the students in a deductive

reasoning: Advance Organizer lesson.3. Explain how the deductive method of teaching stimulates higher-level critical

and creative thinking skills: prove with evidence, judge with criteria, draw conclusions, summarize, add-to, combine, etc.

4. Complete the Learning Activity: Advance Organizer Observation Guide5. Review the Deductive vs. Inductive Reasoning worksheet BEFORE Class Time.

(Deductive vs. Inductive worksheet can be found in the toolbox).


Class Time

Purpose: The major purposes of this session include (a) to demonstrate questioning strategies and their relationship to inquiry pedagogy (Group Investigation, Advance Organizer), and (b) to introduce strategies to differentiate teaching and learning to accommodate the multiple and varied needs, interests, and abilities of students in the classroom. This session will include demonstration of each of the inquiry pedagogy, discussions about the shifting roles of the teacher during the implementation of these pedagogical practices, and issues of motivation, monitoring and assessment related to the implementation of these pedagogical practices. Demonstrations pertinent to conducting classroom discussions that reflect critical discourse will be modeled as integral features of inquiry pedagogy.

Directions: 1. Attend Class Time prepared to differentiate between convergent (open) and

divergent (closed) questions and their affect on student engagement and learning.


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Learning Plan Assignment

Purpose: The purpose of the assignment is to redesign a traditional standards-based text or district unit lesson plan into either a Group Investigation or Advance Organizer lesson. A particular goal of the re-design is to incorporate questioning strategies that reflect techniques presented in readings and videos taught during Class Time.

Directions:1. Select a traditional text or district-related unit lesson plan appropriate to the

topic under study in the assigned observation classroom setting 2. Redesign the traditional lesson to match the syntactical pattern of either a

Group Investigation or an Advance Organizer lesson plan.3. Identify using color-coding where within the context of the lesson different

forms of questions such as factual, analytic, and valuative are being addressed.4. Submit the written lesson before the next Class Time.

Grading: 10 pointsDue Date: Before Next Class Time

Forum and Fieldwork



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Unit 6Developing Skills: Problem Solving, Critical, Creative and Research

PURPOSE

The purpose of this unit is to stress the importance of developing autonomous and innovative thinkers by introducing problem solving, critical and creative, and research skills. These skills provide the basis to articulate and support multiple points of view or varied perspectives. These thinking skills or processes “help us understand students’ ideas and at the same time build on or reshape ideas” (How Students Learn History). Problem solving skills are valued as a means to assist students in recognizing multiple points of view and assisting them to confront present and future problems to solve for self and society.

The primary thinking skills include:

Critical Thinking Creative Thinking Problem-Solving Skills

Prove with evidenceDetermine the relevance of

Note ambiguityJudge with criteria

Add toRedesign

SubstituteCombine

Define the problemHypothesize or state a

tentative solutionGather evidence

State the solutionDefend the solution

These skills represent the work of Ennis, Paul, and Eberlee. The relationship of these theorists to the taxonomies approach to skill development by Anderson and Krathwohl and Feuerstein will be examined.


Teachers and parents do not differentiate between being critical and utilizing critical thinking skills.

Teachers do not perceive that creative thinking can be taught and nurtured. Teachers need to recognize that problem solving can be an open-ended

process of inquiry and can lead to many and different solutions that need to be justified and substantiated.


Read: Donovan, S. and Bransford, J. How Students Learn: History in the ClassroomChapter 3: “Putting Principles into Practice -- Teaching and Planning”

Purpose: Read this chapter to develop an understanding of how the principles of learning can be translated into classroom practice. Note the teacher’s role in

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stimulating questions to promote inquiry. This chapter should help teachers support the variety of methods demonstrated to foster inquiry with the ideas presented for teaching and planning in the text.

Read TCI, Bring Learning AliveChapter “Social Studies Skill Builders”Chapter “Problem Solving Group work”Chapter “Response groups”

Video – “Problem Solving”

Purpose: The purpose of these reading assignments is to identify how skills are taught using the TCI method. Note how skills are presented in an interactive manner that necessitates learner engagement and relates to various learning theories.

LEARNING OUTCOMES

Upon completion of this unit, teachers will develop these competencies: Define differences in the application and impact between critical and creative

thinking processes. Review the skills referred to critical thinking (prove with evidence, determine

the relevance, relate, judge with criteria, etc.) and creative thinking (substitute, combine, add-to, modify, etc).

Apply the traditional procedural steps of problem solving (define the problem, gather information, formulate a solution, “sell” or defend the solution).

Introduce creative problem solving (mess-finding, fact-finding, idea-finding, solution-finding, acceptance-finding – D. Treffinger).

Develop the research skills: taking notes, organizing data, paraphrasing, citing, using multiple and varied sources, using primary and secondary sources, and understanding how to use technology to retrieve sources.

Integrate critical and creative thinking skills and problem-solving strategies into an inquiry or direct instruction pedagogical practice.

ASSIGNMENTS

“Skill Builder”

Introduction to Video: The video demonstrates how skills can be taught effectively and in a classroom setting that encourages active participation to skill mastery. Note the process to teach the Skill Building strategies and the roles of teacher and students. Consider how the commercial materials used to augment the lesson can be developed by teachers to meet the specific outcomes of the standards-based objective for the lesson.

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Purpose: The purpose of the assignment is to teach skills pertinent to social studies (note-taking, prove with evidence, judge with criteria) in relationship to the use of primary materials and graphic organizers.

Directions:1. View the video.2. Define the characteristics of the Skill Builder lesson that are similar and/or

different to the Direct Instruction lesson that also teaches and/or reinforces skill development.

3. Complete and submit the Learning Activity: Skill Development.

Grading: Credit/No-CreditDate Due: Prior to Class Time

“Problem Solving”

Introduction to Video: The video outlines the process to define and solve a problem. While it is acknowledged that problem solving does not always have to follow the same sequential pattern illustrated in the video, the skills of defining, hypothesizing, gathering and/or extrapolating information, synthesizing data and drawing conclusions are integral to problem solving.

Purpose: The purpose of the assignment is to: Identify the features of a problem solving strategy and define the steps that are

part of the sequence of a problem solving strategy. Recognize the relationship between problem solving and critical and creative

thinking skills.

Directions: 1. View the video.2. Identify the features and sequence needed to conduct problem solving.3. Complete Learning Activity: Problem Solving Observation Guide.

Grading: Credit/No-CreditDate due: Prior to Class Time

Class time

Purpose: This session will reinforce the importance of different problem solving strategies. A comparative analysis between creative and traditional problem solving strategies will be demonstrated. The use of critical and creative thinking skills integral to problem solving also will be demonstrated. The role of becoming a researcher and utilizing research skills with multiple and varied resources are fundamental to the problem solving process. Selected research skills will be discussed, demonstrated, and illustrated as part of inquiry and direct instruction models of teaching.

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Directions: 1. Attend Class Time prepared to discuss the procedural knowledge of problem

solving and its relationship to critical and creative thinking skills.2. Be able to respond to the following question: Where in the syntax of a Group

Investigation (inquiry) and Advance Organizer (inquiry) models of teaching could problem solving and research skills be integrated?

3. Articulate the skill sets for critical and creative thinking.



Purpose: The purpose of this assignment is to develop and possibly implement an inquiry-based and/or a direct instruction lesson that infuses multiple skill sets (critical, creative, research and problem solving) into each lesson. For example, one lesson can be designed as a direct instruction lesson to model and practice problem solving. A second lesson could be designed to illustrate the role of problem solving within the context of an inquiry lesson. For example, problem solving could be practiced in the discussion sections of either type inquiry lesson. Each lesson also must include the research skills such as note taking, retrieving information from technology, and paraphrasing into the syntax of the lesson.

Directions: 1. Select a topic of study for each lesson.2. Identify which type of lesson will be used to teach each of the topics: direct

instruction or an inquiry pedagogical practice.3. Construct the lessons indicating where in the procedure or syntax of the lesson

problem solving and research skills will be introduced, reinforced, and/or mastered by the students.

4. If possible, implement the lessons in the assigned observation classroom with either a small or a large group of students or with a group of colleagues.

Grading: 10 pointsDate Due: By the next Class Time

Forum and Fieldwork



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Unit 7Differentiating Curriculum and Instruction

PURPOSE

This unit introduces the concept of differentiation or the methods to modify or adjust curriculum and instruction to respond to the individual needs, interests, and abilities of students. Differentiation recognizes the potential or readiness of students to learn and requires teachers to consider alternatives such as compacting, replacing, emphasizing, and/or extending the curriculum and/or instruction. The strategies to differentiate curriculum and/or instruction include alternatives that range from simple to complex, concrete to abstract, from teacher to student-centered, and from group to individualized teaching and learning opportunities. Importantly, differentiation is not synonymous with the definition of a different curriculum.


Differentiation is often perceived to be a “reward” rather than an educational expectation to respond to the individual differences among learners.

Differentiation requires thorough understandings of curriculum and instruction in order for the teacher to appropriately make the decisions necessary to modify curriculum and instruction.

Teachers struggle with the concept of equity when considering how and when to differentiate the curriculum.

Teachers are reluctant to modify the regular or basic curriculum in order to differentiate because of their concern to adhere to the regularity of the prescribed basic curriculum and/or pacing charts.


Videos:”Differentiation”

Presentation: Step-by-Step Approach to Differentiation

LEARNING OUTCOMES

Upon completing this unit, teachers will be able to: Develop competencies to use formal and informal, formative and summative

data to determine the needs to differentiate curriculum to accommodate students’ group and individual interests, needs, and abilities.

Implement the strategies to differentiate curriculum by adjusting time, resources, assistance, and product development.

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Recognize the variety of research-based models to differentiate curriculum (C. Tomlinson, Reis and Renzulli, Gentry, VanTasel-Baska) and the similarities and differences among these models.

Comprehend grouping patterns and how they facilitate differentiation of curriculum.

Recognize the optimal area in the syntax of a pedagogical practice that could be used to differentiate.

ASSIGNMENTS “Strategies for Differentiation”

Purpose: The purpose of the presentation is to provide sequential examples of various strategies to differentiate curriculum. The purpose of this assignment is to understand and apply explicit models to modify an existing lesson and/or construct a completely differentiated lesson to accommodate the diverse needs, interests, and abilities of learners.

Directions:1. View the video: “Differentiation” and the Presentation “Strategies for

Differentiation.”2. Reflect on the strategies depicting differentiation of curriculum.3. Post a response to this statement on the Forum: Differentiation is a means to

reinforce and acknowledge human differences and practice social justice.


Lesson Reconstruction

Purpose: Select a lesson that you have developed previously. The purpose of this assignment is to re-examine a lesson written (and implemented in the observation assignment, if possible) in order to differentiate it so it is responsive to learners in the classroom.

Directions:1. Briefly identify and describe four students within the observation classroom

needing differentiation.2. Review a previously planned lesson and insert differentiation of thinking

skill(s). content, research, and/or products responsive to the set of students selected for differentiation.

3. Insert the selected differentiation strategies in the lesson using either track changes or colored pencils.

4. Write a brief one page paper to justify with the selection and insertion of the strategies to differentiate the lesson.

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Grading: 2 pointsDue Date: Before Class Time

Class time

Purpose: The major purposes of Class Time are to (a) review the importance of differentiation to recognize and respond to differences and diversity among learners, and (b) comprehend the range of curricular and instructional options used to modify or differentiate. Models used to differentiate curriculum and instruction will be demonstrated. Differentiation of curriculum and instruction requires consideration, modifications, and/or adjustments in content, skills, resources, products, as well as grouping patterns: large group and small group, heterogeneous and homogeneous grouping. Discussions of differentiation of curriculum and instruction will include how to make decisions related to grouping and regrouping students to meet whole class and individual needs.

Directions:1. Come to Class Time prepared to discuss your posting on the discussion Forum

and your differentiated lesson plan.



Purpose: The purpose of this assignment is to utilize a set of strategies or a comprehensive model to differentiate a lesson.

Directions:1. Collect data to identify the specific academic needs of struggling, typical, and

high achieving students.2. Construct a direct instruction or inquiry lesson that includes at least two

strategies appropriate to differentiate the curriculum and/or instruction3. If possible, implement the lesson during the observation period of the week or

with a group of colleagues.4. Submit the lesson at Class Time.

Grading: 10 pointsDate Due: Before next week’s Class Time

Forum and Fieldwork


Grading: 4 points

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Due Date: Sunday after Class Time

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Unit 8 Student-Centered Pedagogy: Role Playing, Simulation, Socratic

Dialogue & Independent Study

PURPOSE

This unit emphasizes student-centered pedagogical practices that stimulate curiosity, nurture existing and cultivate new interests, engage students in collaborative and cooperative learning, critical discourse, and research. Social Studies content is appropriately matched to pedagogical practices that allow students to confront, examine, and resolve issues and problems of the past, present, and future. The shifting roles of teachers and students will be explored as important variables to implement student-centered pedagogy. An introduction to teaching and reinforcing “learning-to-learn” as a consequence of student-centered pedagogy will be a significant outcome of the unit.


Student-centered pedagogical practices are often associated with teacher’s fear of “loss of classroom control.”

Secondary students are sometimes perceived to be passive rather than active learners.

Student-centered pedagogies are perceived to diffuse rather than enhance the integrity of the content under study.


Read TCI Bring Learning AliveVisual Discovery pages 28-45

Review Experiential Exercise pages 46-65

Video – “Visual Discovery”“Experiential Exercise”

Presentation – Role Playing LEARNING OUTCOMES

Upon completing this unit, teachers will be able to: Develop competencies to define the syntactical and procedural knowledge to

design and implement these pedagogical practices: Role playing, Simulation, and Socratic Dialogue.

Describe the importance and value of teaching students how to conduct an independent study that is interest-based, self-directed, and focused incorporating the attitudes and skills of a discipline-centered researcher.

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Relate content knowledge to pedagogical knowledge and verify the rationale for the formation of the relationship between content and pedagogy.

Recognize how self-directed learning experiences and pedagogy provide opportunities to differentiate curriculum and instruction for individuals and groups of students. Initiate an independent study experience for students.

Week one of the Unit

REQUIRED READINGS

How Students Learn: History in the Classroom

Chapter: “A Final Synthesis: Revising the Three Learning Principles

Purpose: Read this chapter to assess your knowledge of the materials presented in the various chapters of the text. Read this chapter as a means to determine your readiness to plan and implement these principles in the lessons you will be teaching.

ASSIGNMENTS

Role Playing

Directions:

1. View the Presentation “Role Playing”2. Identify the purposes and syntax of the model of teaching and why it is

conducive to teaching and learning social studies/history.3. Select an event in history that could be best taught using the role

playing model of teaching.4. Design a role playing lesson.5. Bring the role playing lesson example to Class Time

Grading: 5 pointsDate Due: View by Class Time

Simulation Materials

Directions:1. Review the Simulation pedagogical practice template in the ToolBox.2. Outline five points that substantiate the relationship of a simulation to the

teaching and learning of history/social studies.3. Be prepared to discuss the value of Simulation as a pedagogical practice.

Grading: Credit/No-CreditDate Due: Bring to Class Time

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Class Time

Purpose: The purpose of this class time session includes: (a) viewing and analyzing the purposes and syntax of videos depicting the implementation of the role playing and simulation pedagogical models, (b) discussion of the relationship of content acquisition to skill development in each model of teaching: critical and creative thinking, questioning strategies, and research skills, and (c) aligning classroom climate, differentiation, and physical environment to implement the pedagogical practices.

Directions1. Come to Class Time prepared to discuss role playing and simulation.2. Bring to class your completed Venn Diagram.

Grading: 3 pointsDate Due: During Class Time


Purpose: The purpose of this assignment is to translate knowledge about the pedagogical practices (role playing and simulation) into a lesson plan that is to be written and implemented with students in the assigned observation classroom.

Directions 1. Identify the content standards to be taught in order to determine the focus for

both a role playing and simulation lesson.2. Distinguish between making the selected content accessible in a role playing or

simulation pedagogical practice.3. Construct either a role playing or simulation lesson plan.4. Code the designed lesson using the following symbols:

a. Underline examples of motivation or engagement.b. Circle examples of academic language.c. Use parenthesis to identify where the teacher monitors and assesses.

5. If possible, implement the lesson in the observation setting or with a group of colleagues.

Grading: 10 pointsDate Due: Before the next Class Time

Forum and Fieldwork



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Week Two of the Unit

REQUIRED READINGS AND RESOURCES

ASSIGNMENTS

Socratic Dialogue

Purpose: The purpose of this assignment is to identify and comprehend the procedure to facilitate Socratic dialogue.

Directions:1. Research the historic and contemporary purposes of a Socratic Dialogue as a

pedagogical practice.2. Complete a one-page analysis of a Socratic Dialogue using the categorical areas

listed below.3. Use the following categories to write your brief analysis of a Socratic Dialogue

Purpose Teacher-Roles Student-RolesInclusion of Content Skill Development Utilization of Questioning

StrategiesAssessment Point of View Philosophical Ideas

Grading: 10 pointsDue Date: Before Next Week’s Class Time

Independent Study Game

Purpose: The game has been developed to introduce the procedure to select a topic, define questions, gather research evidence, develop a product and assess the process. The emphasis is on process rather than product.

Directions:1. Retrieve the game cards (4 pages) from the Toolbox and the PowerPoint

directions associated with the game cards.2. Follow the directions in the PowerPoint to experience the game teaching the

steps (process) of independent study.3. Bring the game cards to class.


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Class Time

Purpose: The major purposes of Class Time are to (a) demonstrate a Socratic Dialogue, and (b) demonstrate the process of teaching students how to conduct an independent study. The environmental and academic issues related to providing students with these pedagogical modules will be discussed.

Directions:1. Come to Class Time prepared to discuss Socratic Dialogue.2. Bring the Independent Study PowerPoint and game cards to Class Time.


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Unit 9Assessment

PURPOSE

The determination of student progress has become increasingly complex and dependent on standardized test scores. As students prepare for college, assessments assume a variety of meanings: measure of ability, measure of success, measure of possible attainment of future goals, and measure of self-worth. A major question is: How can assessments be informative by providing a collection of performance indicators rather than a single index or score? This unit reinforces the importance of gathering and interpreting data in order to make decisions affecting teaching and learning. The collection and analysis of different forms of informal and formal, formative and summative assessments to assess students’ prior knowledge, determine means for student self-assessment, and provide understanding of students’ progress and achievement are the critical points of this unit. A range of alternative forms of assessment will be presented.


Students’ academic “loss of self” is often a consequence of the assessment process.

Teachers need to have a broader perspective on how to prepare students for BOTH standardized as well as criteria-referenced and performance-based assessments.

Teachers need to understand that assessment should further student progress by being a means to an end rather than an end itself.

Teachers’ need to be able to understand the relationship between teacher and student assessments.

READINGS AND RESOURCESRead TCI. Bringing Learning Alive

Chapter “Processing Assignment”Chapter “Assessment to inform Instruction”

Website: Advanced Placement History Free Response Test Questionshttp://apcentral.collegeboard.com/apc/public/exam/exam_questions/index.html

LEARNING OUTCOMES

Upon completion of this unit, teachers will develop the following competencies: Differentiate between the different types and purposes of assessment:

informal, formal, formative and summative.

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Defend the appropriate use of assessment as a means to make decisions affecting curriculum and instructional planning and student learning.

Construct assessment tools responsive to long and short-term objectives and goals for teaching and learning: closed versus open or free-response questions, true or false questions, multiple choice questions, and use of performance-based indicators such as products and rubrics.

Interpret data to inform professional decisions. Describe the positive and negative attributes of grading practices.

ASSIGNMENTS

Rubric Construction

Purpose: The purpose of this assignment is to discern the various types of rubrics appropriate to assess different teaching and learning objectives and outcomes.

Directions:1. Retrieve the following page from the Toolbox: Rubric Development (A)2. Examine the various rubrics on the page to determine different types of

indicators on a rubric and the significance of using one type over another.3. Retrieve the following page from the Toolbox: Rubric Development (B)4. Complete this rubric with indicators to define “Continuum of Progress.”5. Use this rubric to examine students’ work as a consequence of a learning plan

that you have already developed and taught in the observation setting. This is a means to practice rubric construction.

Grading: Credit/No-CreditDue Date: Bring your rubric with you to Class Time

Class Time

Purpose: The purpose for this session includes (a) discussing how to create a rubric responsive to an objective in a lesson, (b) discussing the issues related to grading practices, (c) analyzing Advance Placement Free-Response Questions as a guide to understanding academically rigorous open-ended test questions, and (d) demonstrating the positive and negative attributes of close-ended test items (true/false and multiple choice). A demonstration related to assessing student work will be conducted. The purpose of this demonstration is to engage the class in being able to substantiate criteria to assess student work. Samples of the student work to be discussed during Class Time will be found in the Toolbox.

Grading: 3 pointsDate Due: During Class Time


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Purpose: The purpose of the assignment is to determine alternative assessment techniques that provide data beyond traditional standardized tests. It also has been developed to provide teachers with methods to facilitate student formative and summative self-assessment.

Directions:1. Construct a rubric to assess the objective of a lesson designed in a selected

pedagogical practice: Direct Instruction, Group Investigation, Advance Organizer, Role Playing.

2. If possible, implement the lesson in the assigned observation classroom or with a group of colleagues.

3. Collect at least four examples of student work to assess using the rubric. 4. Submit the lesson and rubric, and four examples of student work that have

been assessed using the rubric (if the lesson was implemented).

Grading: 10 pointsDate Due: This assignment is due before class time Week 10.

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Key Assessment - Sequence of Lessons.

This assignment synthesizes the individual learning plans designed throughout the unit. Your instructor will provide details for this assignment.

Grading: You will receive credit for the Key Assessment, which will allow you to advance to Guided Practice A. Date Due: The Key Assessment is due no later than the Sunday after the final Class Time session.

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Documents

Rough Draft - USC Searchweb-app.usc.edu/soc/syllabus/20133/27874.doc · Web viewReview the Lesson Plan Template outlining the syntax or steps (procedural knowledge) of a Direct Instruction